ERNE INTEGRATED
COLLEGE
G.C.S.E.
OPTION BOOKLET
2015-2017
INTRODUCTION
The first three years at Erne Integrated College have provided valuable
groundwork for pupils in a wide variety of subjects. It is during Year 10 that
pupils make important decisions around choosing subjects they will study in
Key Stage 4. Our aim is for all students to reach their full potential at GCSE.
 All pupils will study English, Mathematics and Science, at GCSE level.
Other compulsory subjects include core Physical Education, Religious
Education, Learning for Life and Work, (Citizenship/Employability/PD)
and Careers.
 Pupils will choose from a further range of subjects, to give them a
broad and balanced curriculum, across Key stage 4 to include GCSE
Examinations and other equivalent qualifications.
Areas of learning, at Key-Stage 4:
 Science and Technology: Horticulture, Design and Technology,
Construction,
 Creative and Expressive: Art & Design, , Music and Performing Arts
(Drama based).
 Modern Languages: French, Spanish, Understanding Business
Enterprise with Languages and Tourism
 Environment & Society: Business Studies Geography, History,
 Learning for Life and Work: Home Economics, Hospitality,
Employability, Careers, Citizenship, Personal Development
 Religious Studies: (GCSE)
 Physical Education (GCSE)
 I.T: Business & Communications Systems
2
PATHWAYS AT KEY STAGE 4
It is important that students are fully informed about courses available to
them at GCSE level and about which route they should follow.
Pathway 1
Pathway 2
Pathway 3
EXAM COURSES
EXAM COURSES
EXAM COURSES
GCSE English
GCSE English Literature
GCSE Maths
GCSE Science/Double
Award
GCSE English
GCSE Maths
GCSE Science
GCSE English
GCSE Maths
GCSE Science
GCSE Occupational
Studies
(Single Award x 2)
+ 4 GCSE options
+ 4 GCSE options
+ 2 GCSE options from
Pool A&B
Careers
Learning for Life and
Work
CORE SUBJECTS
Careers
Learning for life and
work
Careers
Learning for life and work
P.E.
P.E.
P.E.
R.E.
R.E.
R.E.
Pathway 3 offers students the opportunity to follow a more vocational or
work–related programme. The courses offered on this programme are
either GCSEs or carry GCSE equivalence, which means a student
successfully completing this programme can achieve seven GCSEs or
their equivalent.
3
PROCESS INVOLVED IN CHOICE MAKING
Final choices in Year 10 are made after students have completed their
Careers Programme, had discussions with their subject teachers, individual
career interviews and meetings with parents.
STEP 1: Employability / Careers are taught in the spring term in LLW classes.
There is also discussion between students, parents and teaching staff about
the courses available at Key Stage 4 and, about student progress during year
10.
STEP 2: Following Year 10 GCSE Option Evening on Wednesday 11th
February 2015, pupils, with support from their parents and teaching staff, will
make their initial choices, as part of a Straw Poll.
The initial choices form for this should be completed, signed by pupils and
parents and, returned to Year 10 Form Teachers by Friday 13th February
2015.
The data from this straw poll is used to create the GCSE Option Blocks.
STEP 3: Option Blocks issued to students 24th February 2015
Option Blocks returns by Thursday 26th February 2015
STEP 4: The final options sheet will then be issued and should be completed
and returned to the relevant Form Teacher by 26th February 2015.
Pupils needing additional advice on their choice of subjects should see:






Mrs McKee (Acting Principal)
Mrs Abbott (Career Co-ordinator)
Mr Dooher (Year 10 Curriculum Co-ordinator)
Form Teachers
Subject Teachers.
Mr Kerr (Senior Teacher in charge of Options)
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THIS BOOKLET
The main purpose of this booklet is to give both the pupil and his/her parents
or guardians as much information as possible about what life in the Senior
School will be like. This clearly depends mainly on the pupil making a
sensible choice of subjects for study in Years 11 and 12. Before making any
decisions, you are advised to read this booklet carefully.
GENERAL GUIDELINES
The choice of subjects for Years 11 and 12 study may determine the range of
careers open to you later. Obviously choosing the correct subjects at this
stage in your education is most important. For you and your parents this
choice of subjects can be sometimes difficult.
Below we pose many of the questions you and your parents might ask and
attempt to give some of the answers. We hope that these answers help
make your decision, if not a little easier, at least a little more informed.
WHY CHOOSE SUBJECTS?
For the job/career you have in mind you will not need all the subjects offered.
Many jobs/careers require 5 - 7 "subject passes". Certain careers will,
however, demand particular subjects as a necessary qualification and higher
education places also depend on top grades in a range of subjects.
WHY CHOOSE NOW?
You should plan now for the career you have in mind. Employers will often
look for evidence that you have followed a course of study suitable for your
needs. Obviously there is no point in leaving school without the subjects you
require. The GCSE specifications also demand 2 years of continuous study
and hard work - clearly you must make your decision now.
5
HOW DO I MAKE A WISE CHOICE?
DO:
(a) Be realistic. Choose subjects you are good at and like.
(b) Choose subjects you have solid grounds for thinking you will have a
reasonable chance of passing with regular hard work.
(c) Choose those subjects, which are a MUST for the job/career you have in
mind. Remember that some subjects are vital for certain careers.
(d) Consult your subject teachers with regard to your ability to cope with the
subject you are considering. Their advice will be valuable in assessing your
chances of passing.
(e) Finally, come along to the school with your parents and discuss the
choices you have in mind. We are only too willing to give you any advice and
help you may need
DO NOT CHOOSE:
(a) A subject simply because you like the teacher or your friend has chosen to
do it.
(b) A subject because you think it is easy and has little work involved in it you may be wrong!
Do ensure you consult your parents about your choice. If you need any
further help or information:
Ask:
(1) Any Subject Teacher
(2) Careers Teacher – Mrs Abbott
(3) Year 10 Curriculum Co-ordinator – Mr Dooher
(4) Your Form Teacher
(5) Senior Teacher in charge of Options – Mr Kerr
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EXAMINATIONS
Pupils may be entered for subjects under one or more Examinations Board,
depending on the course of study they have chosen to follow. For further
information, consult the subject description you are thinking of opting for.
ASSESSMENT AND PROGRESS
Each pupil will be assessed on a regular basis to find out what they have
learned and enable parents to monitor their child's progress.
At age 16, GCSE will be the means of assessment for most pupils.
Pupil progress is tracked across Year 11 and Year 12, including internal
examinations which take place twice each year. Reports, based on the
results of these examinations are posted home. There is one annual ParentTeacher Meeting, to which parents are invited.
Trial examinations will take place during Year 12. The results attained will
give some indication of progress achieved and also the likely grades in the
forthcoming public GCSE Examinations. The trial results are also a useful
pointer as to whether or not the pupil is devoting enough of his/her out-ofschool time to private study. The value of sustained, diligent, personal
revision at this period of time cannot be over-emphasised.
CONTROLLED ASSESSMENT
Erne Integrated College, like all schools, has to administer coursework for
students at GCSE. This is a different format than examinations and is
intended to allow students to demonstrate their knowledge and skills in a
different medium and over longer periods of time. September 2010 saw the
beginning of a new way of carrying out coursework, called Controlled
Assessment.
The final pieces of Controlled Assessment work are produced in the centre
under controlled conditions, which means under direct teacher supervision:
teachers will authenticate the work and there must be acknowledgement and
referencing of any sources used. If the final piece is carried out over several
sessions, work will be collected in between sessions. Teachers may give
feedback to individual candidates during the planning phase. However, where
this goes beyond general advice, this will be recorded on the candidate’s
record form. When supervising tasks, teachers will exercise continuing
supervision of the work in order to monitor progress and to prevent
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plagiarism. Teachers will ensure that the work is completed in accordance
with the specification requirements and it will be assessed in accordance with
the specified marking criteria and procedures. Teachers will not be allowed to
provide templates, model answers or feedback on drafts. The purpose and
function of Controlled Assessment is that candidates must work
independently to produce their own final piece of work.
Students must observe certain procedures in the production of controlled
assessment tasks.
 Tables, graphs and spreadsheets may be produced using appropriate
ICT. These should be inserted into the document at the appropriate
place. Any copied material must be suitably acknowledged.
 Quotations must be clearly marked and a reference provided wherever
possible.
 All work for Controlled Assessment is marked by the teacher and
internally standardised by the centre. Marks are then submitted to the
exam boards, after which moderation takes place in accordance with
exam board procedures.
 If the school believes that a student had additional assistance and this
is unacceptable within the guidelines for the relevant specification, then
there will be an award for a mark which covers only the candidate’s
achievement without any help.
 Students and teachers all must sign an authentication declaration. If
teacher or student cannot sign the authentication declaration, the
candidate’s work cannot be accepted for assessment.
 If, during the external moderation process, there is no evidence that
the work has been authenticated, the exam board will award a mark of
zero.
ATTENDANCE AND HOMEWORK
Regular attendance at school is of vital importance if the pupil's educational
development is not to be hindered. Consistent application and hard work
throughout the two years of study - both can improve progress and
examination success in school and at home.
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SUBJECT CONTENTS
Art & Design
9
Business & Communications Systems
10
Business Studies
11
Understanding Business Enterprise with
Languages and Tourism
12
Construction
13
English
14
English Literature
15
French
16
Geography
17
History
18
Home Economics
19
Hospitality
20
Mathematics
21
Music
22
Performing Arts (Drama based)
23-24
Physical Education
25
Religious Education
26
Science
27-28
Spanish
29
Technology and Design
30
Useful websites
31-33
Occupational studies information
34-40
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ART & DESIGN
The Edexcel G.C.S.E in Art and Design is offered to students. Our GCSE
examination results have been excellent. This is a 2- year course consisting of a
broad curriculum that covers a wide range of 2D and 3D activities building a basis of
skills and knowledge to inform choices and decisions in the completion of the two
assessed areas of the examination.
The GCSE in Art and Design is designed to be a general course, encompassing art,
craft and design and to enable students to explore a range of 2 or 3 dimensional
approaches to their studies, either as freestanding or related experiences. Work
produced for this qualification will demonstrate the use of formal elements and
creative skills, and give form to thinking, feeling,
observation, design and ideas. Students will show evidence of trying to extend their
own and others’ ways of seeing the world. Students will use the language of the
discipline sensitively and thoughtfully to support their intentions.
For the GCSE in Art and Design, students should work in at least two
Disciplines from a menu that includes: painting and drawing; printmaking;
sculpture; alternative media; jewellery; product design; ceramic design; constructed
textiles; dyed textiles; printed textiles; fashion textiles; film-based photography; digital
photography; moving image; photography genres; advertising; illustration;
packaging; typography.
The examination is in two parts,
Unit 1: Personal Portfolio in Art and Design
and
Unit 2: Externally Set Assignment in Art and Design,
60% of the final marks
40% of the final marks
The Personal Portfolio consists of a range of work in 2 Dimensions and / or 3
Dimensions. The Personal Portfolio unit is completed prior to the ESA.
The ESA is issued to candidates in the form of a themed paper in the February of
the year of examination. The students are given a period of time to prepare their
response to the theme prior to a final supervised period. The final response is
completed under examination conditions.
SCHEME OF ASSESSMENT
Both the Personal Portfolio and ESA units are teacher marked and externally
moderated. All marks are combined by Edexcel to create the final overall mark. Final
GCSE Grades are awarded by Edexcel and reported to students in August.
Students should consider studying Art & Design at GCSE:
If they, have shown an aptitude for the subject at KS3, and they, intend pursuing
further studies in Art and design at Post 16 level or if they intend pursuing a career
where a GCSE in Art & Design is a required or desirable entrance or recruitment
criteria.
E.g. Photo Technician, Photographer, Interior designer, Graphic designer, Dentist,
Dental technician, Teacher, Potter, printer, Theatre designer, window dresser, hair
dresser, Sign- writer, Jewellery maker.
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AQA BUSINESS AND COMMUNICATION SYSTEMS
This course is for students who have an interest in business and computers. It aims
to foster and encourage that interest and enjoyment in the use of computers.
Parents and employers expect young people to know about business and be able to
use computer related technologies. So a knowledge and understanding of business
and computers can enhance career prospects.
This course will introduce students to various aspects of the world of business and
encourage them to consider the impact of the business environment, workplace
organisation, human resources management and effective communication on the
running of businesses. The recent rapid advances in the use of ICT have given
businesses access to a wealth of information, enabled more efficient communication
and reduced the time and effort required for many administrative tasks. Students will
be encouraged to reflect on these benefits, as well as issues such as the need for
safe use of ICT equipment and the importance of the security of data. Students will
acquire useful practical skills in a wide range of computer applications in business
contexts.
How will you be assessed?
This is a G.C.S.E. course which is assessed by:
Unit 8 – ICT Systems in Business - Theory Paper 40% of total marks – 1 hour
(This consists of questions requiring short answers and extended writing – to be
answered on the question paper testing the student’s knowledge and understanding
of the Subject Content.)
Unit 9 – Using ICT in Business - Controlled Test 35% of total marks – 1.5 hours
(An externally-set controlled test requiring the use of computers.)
Unit 10 – Investigating ICT in Business - Assessment Task 25% of total marks – 12
hours
(This consists of 8 hours preparation time and 4 hours completing the task.
Students will be required to make various written and multimedia business
documents.)
Subject Content
The Business Environment
Human Resources
ICT in the Business Environment,
Workplace Organisation
Communication
Computer Applications in the
Business Environment
Career opportunities
•
Office Work, Computers, Insurance, Accounting, Banking, Personnel,
Hospital, Warehouse, Leisure, Hotel, Factory, Theatre, Government.
11
BUSINESS STUDIES
The syllabus to be followed is GCSE as published by Northern Ireland Council for the
Curriculum, Examinations and Assessment. It gives candidates opportunities to
develop knowledge and understanding of the features and dynamics of business
activity from a wide range of perspectives.
What will I study?
UNIT 1: Business Start Up
This unit will cover the three following themes:
1. Business Start Up
2. Production
3. Marketing
UNIT 2: Business Development
This unit will cover the four following themes:
1. Finance
2. Managing people
3. Business Growth
4. Business Plan
How will I be assessed?
There are 2 external assessments worth 35% and 40% respectively and one
controlled assessment worth 25%.
Type of assessment
Unit 1 will be a written examination of1 hour 20 minutes duration and will have
structured questions. This examination paper is worth 35%of the overall GCSE
qualification. The written examination for Unit 2 will be of 1 hour 40 minutes duration
and will have three structured questions with an incline of difficulty. This examination
paper is worth 40% of the overall GCSE qualification. You will complete one task
from a range of tasks which CCEA will issue to centres. (Controlled Assessment)
The Controlled Assessment is worth 25% of the overall GCSE qualification.
Teaching Strategies
Candidates will have the opportunity to be involved in case studies, investigations,
simulations, visits to local businesses and visits from outside speakers.
Career opportunities
Banking, Insurance, Accounting, Personnel, Marketing and Office Work
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Understanding Business Enterprise
with Languages and Tourism
Level 1 Certificate (QCF)
Level 1 Certificate in Understanding Business Enterprise with Languages and
Tourism is accredited to the Qualifications and Credit Framework (QCF). QCF
qualifications are made up of units: learners can accumulate credit for each
block of learning, or unit, that they complete
Aims are to:
· develop learners’ skills in business enterprise and tourism;
· develop their skills in speaking and writing in a modern language;
· provide an understanding of business enterprise and tourism skills;
· develop learners’ interest in another language and provide a practical
context for using the language;
· develop an understanding of relationships at work and diversity within the
workplace; and
· provide a practical context in which learners can apply their language,
business enterprise skills and understanding of tourism.
The qualification requires the learner to complete a total of eight units:
- three mandatory units on Understanding Business Enterprise;
- one mandatory unit on Intercultural Working;
- two mandatory units on Travel and Tourism; and
- two language units, one Speaking and one Writing in French or Spanish.
13
GCSE Construction and the Build Environment
(CCEA)
In this course you will gain a comprehensive introduction to the construction industry.
You will learn about the main types of construction, related employment and the
resources used in the built environment. You will also participate in practical
aspects of construction through your Construction Craft Project and the Computer
Aided Design unit.
This course gives you an opportunity to study and experience a broad range of areas
within the construction industry.
• you get to work with your hands;
• you get to develop your practical skills;
• you get the satisfaction of producing a functional piece of work from a drawing;
• you get to design/draft using Computer Aided Design; and
• you get to produce solutions to real life construction problems.
Unit
Content
Assessment
% Assessment
Weighting
Unit 1: Construction

One written exam
40%
Industry for the
Introduction to the Built
Externally set and
Environment
21st Century
externally marked The


Employment in the
paper lasts 1 hour 30
Construction Industry
minutes.
Economic Resource
Considerations

Health and Safety

Construction Technology

Sustainable Development
Unit 2: Construction
Students carry out a craft project
Controlled assessment.
Craft Project
and prepare a craft project
The teacher assesses the
folder.
work and we moderate
30%
it.
Unit 3: Computer
Students produce a portfolio of
Controlled assessment.
Aided Design in
work in computer aided design.
The teacher assesses the
Construction
work and we moderate
it.
14
30%
English Language GCSE
Exam Board: CCEA: http://www.ccea.org.uk
Key Text Books/Resources/Websites: Text book: GCSE English Language and
English for CCEA Hodder Education (school copy), http://www.ccea.org.uk (English
Language Microsite) booklets, power points and resources for Controlled
Assessments.
Unit
Form of Assessment
Unit 1:
Personal Writing and
Reading Multi-Modal
Texts
External examination
Unit 2:
Functional Writing and
Reading Non-Fiction
External examination
Unit 3:
Speaking and Listening
Controlled assessment
Unit
Percentage
(20%)
1 hour 30 mins
(20%)
1 hour 30 mins
(20%)
CCEA give guidance on activities and
there will be an examiner’s visit
Unit 4:
Studying Spoken and
Written Language and
Writing Creatively:
Controlled assessment
(40%)
Task 1 – The Study of
Spoken
Language
Task 2 – The Study of
Written Language
Task 3 – Writing
Creatively
The importance of English cannot be stressed enough and most institutes of Further
and/or Higher Education and employers require a pass in GCSE English. It is
essential for any pupil’s career pathway and literacy skills are perquisite for all GCSE
studies.
GCSE AQA English Literature
15
Unit 1: Exploring Modern Texts
Format: External examination – 40% of the total GCSE marks
Duration: 1 hour 30 mins
Unit 2: Poetry Across Time
Format: External examination – 35% of the total GCSE marks
Duration: 1 hour 15 mins
Unit 3: The Significance of Shakespeare and the English Literary Heritage
Format: Controlled Assessment – 25% of the total GCSE marks
Duration: 3-4 hours
A pass in GCSE English Literature is essential before a pupil can study English
Literature for A Level.
FRENCH
16
The syllabus studied at Key Stage Four is AQA GCSE French and students can
seek accreditation with either Full Course or Short Course.
Full Course tests Listening, Speaking, Reading and Writing. Short Course can be
assessed through a combination of two elements, either Listening and Speaking or
Reading and Writing. Both courses grade from A* - G.
Unit 1. Listening 20% - The test is pre-recorded using native speakers. Each item is
heard twice. All questions and answers are in English and students have five
minutes to read the paper before the recording is played. This exam is tiered for
Foundation and Higher level.
Unit 2. Reading 20% - Appropriate material is chose from the specification and
comprehension questions are posed in English. Some require non verbal answers
such as circling, underlining or ticking etc. Others require a short written answer in
English. This exam is tiered for Foundation and Higher level.
Unit 3. Speaking 30% - This consists of two Controlled Assessments, each worth
15% to be taken, one of which is recorded for moderation purposes. Students may
bring a prepared plan to the test which is of approximately five minutes duration.
Controlled Assessment is un-tiered and differentiation is by outcome.
Unit 4. Writing 30% - Two Controlled Assessment tasks are sat, each is worth 15%
and both are submitted for marking. Students may bring a prepared plan to the tests
which are un-tiered and differentiation is by outcome.
So, why should you study a Modern Language?
 Having a Modern Language qualification offers great job mobility and is increasingly
attractive to employers.
 You don’t just learn a subject, you learn about becoming a confident and effective
communicator.
 English is not enough. The world has become a much smaller place. It's really important
that you learn to speak and understand other people no matter where they are from.
 You can travel abroad and not feel like an outsider.
 Languages are the perfect way to meet new people, immerse yourself in new cultures
and make a difference to who you are.
 Speaking another language really makes you stand out from the crowd and you’ll be able
to work anywhere in the world.
 Learning a foreign language can help you understand your own language.
 You develop 4 key skills that are vital for any learning; listening, reading, speaking and
writing.
 You have fun learning about a wide range of topics from shopping, to sport, to food and
entertainment.
 They’re good for you! Speaking more than one language increases your brain capacity
and you have better memory too.
 It’s an impressive achievement to speak a foreign language but one your friends and
family will envy and employers will love!
GEOGRAPHY
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Why Geography?
Turn on your TV almost any day and you will see coverage of events such as
flooding, storms or earthquakes and hear about issues such as sustainability and
global warming. These events and issues are at the very heart of Geography. By
studying Geography you will gain an awareness of your own responsibilities and how
you can contribute to a future that is sustainable and inclusive.
What will I study?
UNIT 1: Understanding Our Natural World
You will study three themes:
1. Dynamic Landscape (rivers and coasts);
2. Our Changing Weather and Climate (weather systems affecting us and the
causes and effects of climate change);
3. The Restless Earth (earthquakes).
UNIT 2: Living in Our World
You will study three themes:
1. People and Where They Live (population and settlement);
2. Contrasts in World Development (the differences between LEDCs and MEDCs);
3. Managing our Resources (sustainable solutions).
UNIT 3: Fieldwork Report
This unit will be a controlled assessment task. You will collect primary data and write
up a report.
How will I be assessed?
There are two external assessments, Unit 1 and Unit 2 each will be worth 37.5% of
the total qualification. Unit 3 is a controlled assessment task, worth 25%.
Type of assessment
UNIT 1: Understanding Our Natural World (Written Paper)
This is a written exam and will be 1 hour and 30 minutes long.
There will be three multi-part questions. This examination is worth 37.5% of the
overall GCSE qualification.
UNIT 2: Living in our World (Written Paper)
The written exam will be1 hour and 30 minutes long. There will be three multi-part
questions. This examination paper is worth 37.5%of the overall GCSE qualification.
UNIT 3: Controlled Assessment – Fieldwork Report
This is the controlled assessment task and you will be required to complete a report
of no more than 2000 words based on fieldwork. This task will be worth 25% of the
overall GCSE qualification.
CAREER POSSIBILITIES
Agriculture, architecture, cartography, teaching, civil service, landscape architecture,
local government, town and country planning, transport and communications, travel
industry, leisure industry and many more! Geography at GCSE level is acceptable
as a qualification for most jobs. Many careers require a number of examination
passes usually grade B and above is necessary if you intend to study the subject to
AS level in Year 13.
HISTORY
18
The examination board to be followed will be the Edexcel Syllabus B
(Schools History Project). This syllabus has been designed to allow students
to benefit from the different uses of History. The Study in Development is
designed to extend pupils understanding of chronology and to allow them to
relate past and present meaningfully and to develop understanding of the
forces underlying social change and evolution by studying a theme over a
long period of time. The Study in Depth is designed to increase students' self
knowledge and awareness of what it means to be human by concentrating
upon the ideas and beliefs, values and attitudes of people of a different time
and place. The Modern World Study attempts to allow students to
understand the connections between past and present issues.
SCHEME OF ASSESSMENT
Component
Unit 1
Unit 2
Unit 3
Unit 4
Name
Duration
The Development of
Medicine 50AD –
20th Century
The American West
1845-1895
The Transformation
of Surgery in 19th
Century
Northern Ireland
1960 – Present Day
Weighting
1.15 hours
25%
1.15 hours
25%
1.15 hours
25%
Controlled
Assessment
25%
All candidates take the same components: Paper 1, Paper 2, Paper 3 and
Coursework. All Grades A*-G are available. The course consists of a range
of Studies in Depth from which one must be studied.
Study in Depth: The American West 1840-1895
Study in Development: Medicine
Modern World Study: Candidates must study a current issue or problem in its'
historical context. Northern Ireland is the chosen topic.
CAREER OPPORTUNITIES
Law, journalism, teaching, archaeology, working in a museum, archivist,
antique dealing, court clerk, etc.
HOME ECONOMICS
19
General Information
This course encourages you to adopt a critical and analytical approach to
decision-making and problem-solving in relation to the areas of Diet and
Health, and Consumer Awareness within Home Economics. The course also
provides a foundation for further study of Home Economics and other subjectrelated courses.
Why study Home Economics?
You will develop knowledge and understanding of home economics; practical
home economics skills; diet and health; how to be a discerning consumer;
issues that affect the quality of human life; human needs within a multicultural
society; and relevant technological and scientific developments
UDYNFORMATION
What will we study?
Diet and Health and Consumer Awareness: You will study what’s on the
plate; what’s in food; what’s on the label; ages and stages; dietary disorders;
special diets; the facts behind the issues; keeping food safe; creativity and
food; being an effective consumer; what influences shopping; money matters;
and wiser buyer.
Type of assessment
Unit 1: 40% Diet and Health, and Consumer Awareness:1 hour 30 minute
examination with one section on Diet and Health and one section on
Consumer Awareness. CCEA sets and marks the examination.
Unit 2: 40% Diet and Health (Controlled Assessment): You must complete
one controlled assessment task, set by CCEA. You will be assessed on your
ability to plan a range of dishes; prepare and make a range of chosen dishes;
and evaluate all aspects of the task.
Your teacher will mark the work and CCEA will moderate.
Unit 3: 20% Consumer Awareness (Controlled Assessment): You must
complete one controlled assessment task, set by CCEA. You will be
assessed on your ability to: analyse issues and problems; identify, gather and
record relevant information and evidence; analyse and evaluate evidence;
and make reasoned justifications and present conclusions.
Your teacher will mark the work and CCEA will moderate.
What career opportunities can Home Economics lead to?
Catering
Food Sciences & Technology
Hotel Management
Consumer Work
Teaching
Classroom Assistant
Nursing
New Product Development Officer
Caring for Children
Social Worker
Dietician
Nutritionist
Environmental Health Officer
Quality Assurance
HOSPITALITY
20
General Information
This course introduces you to the diverse and global hospitality industry.
Through theory and practical tasks you will develop knowledge,
understanding and skills which can prepare you for further study and/or
employment.
Why study Hospitality?
In studying this course you will: learn about the hospitality industry and the
skills required for working in it; develop your knowledge in relevant, enjoyable
and work-related contexts; find out about further learning opportunities and
career choices in the hospitality industry; and develop and practise key
transferable skills that are important in working life.
What will we study?
Unit 1: The Hospitality Industry - You will develop an understanding of the
hospitality industry. You will investigate the different products and services
available to customers, the career opportunities and the legislation governing
the industry. You will also explore customer care and customer needs,
including healthy eating and special diets.
Unit 2: Reception and Accommodation - You explore the important activities
and duties associated with Reception and Accommodation. This includes
paying particular attention to the needs, tastes and preferences of different
types of customers.
Unit 3: Food and Drink - In this practical unit, you will demonstrate a range of
specified practical skills, then you will plan, cost, prepare and cook meals.
(Brain individual meal task) Then, together with other students, you will
organise a function.
Type of assessment
Unit 1: The Hospitality Industry (20%) 1 hour 30 minute examination which
includes a series of short-answer questions, structured questions and
questions which require extended writing. You answer all questions. CCEA
sets and marks the examination.
Unit 2: Reception and Accommodation (20%) 1 hour 30 minute
examination, based on a pre-release paper, which includes a series of shortanswer questions, structured questions and questions which require extended
writing. You answer all questions. CCEA sets and marks the examination.
Unit 3: Food and Drink (60%) You will complete three controlled assessment
tasks: a log book; a meal assignment; and a function assignment. The
teacher will mark them and CCEA will moderate.
What career opportunities can Hospitality lead to?
Catering – restaurant, cafe, bistro, bar. Front of house or meal production.
Hotel – reception, accommodation, bar, events, housekeeping, accounts
Events organisation and management
Passenger services: air, rail, cruises.
Tourism – opportunities for travel.
MATHEMATICS
21
The syllabus to be followed will be CCEA. This syllabus incorporates a
differentiated system of assessment based on 1 modular exam and 1 final
exam. There is no coursework module.
There are two tiers of entry
Module exam
Higher Tier
Foundation
Tier
Overall value
T4
Target
grades
A* A B
T3
T2
BCD
CDE
T1
45%
E FG
Final Exam
T6
T5
Available
grades
A* A B C D
(E)
CDEFG
55%
Candidates will be entered for modules which will most appropriately allow
them to demonstrate their abilities. Pupils will sit one module exam (in
January of Year 12) and then a final exam in the summer of Year 12.
All the module exams allow use of a calculator. We recommend each student
purchases a scientific calculator at the beginning of Year 11.
The final exam consists of a non-calculator and a calculator paper.
CAREER OPPORTUNITIES
Mathematics is viewed highly by employers. Mathematics can be used as a
tool to solve problems in many different work situations and most employers
would be keen for their workforce to be as numerate as possible.
Many jobs are directly linked with mathematics e.g. statistician, teacher,
accountant and engineer. Studying mathematics also prepares you for the
following careers: architect, bank clerk/ manager, actuary, chemist, surveyor,
and electrician.
MUSIC
22
If you have some basic skills in playing an instrument or singing you can take GCSE
Music. The level of standard for entry would be equivalent to Grade 2 but this is
flexible depending upon many factors. The course provides a good basis for
students who wish to study music or related subjects at a more advanced level such
GCE AS and A2 level. It is also a good subject to study for those who wish to gain
confidence by virtue of the fact that pupils gain performance experiences and also
gives pupils excellent problem solving and analytical skills.
What will I study?
This course allows you to:

Develop your knowledge, understanding and appreciation of a range of
different kinds of music;

Take part in music-making and communicate through music;

Develop your creativity;

Make informed judgments about musical quality;

Develop a lifelong interest in music; and

Learn about music-related careers.
These are explored through three strands: The Western Classical Tradition,
Popular Music of the 20th and 21st Centuries and World Music
Type of assessment
Unit 1 20%
Listening to and appraising music.
This is assessed by a 1 hour examination.
Unit 2
20%
Composing and appraising music.
There are two equally weighted parts to this, one is a composition undertaken under
controlled assessment conditions and the second is a written appraisal of your work.
Unit 3
40%
Performance Music.
This unit requires you to perform two pieces, one solo (with or without an
accompanying instrument such as a piano, backing track or guitar, for example) and
one group piece.
Unit 4
20%
Composing music
This is a single composition but without an appraisal.
CAREER OPPORTUNITIES
Studying music helps develop self-confidence and fosters good communication
skills. Career opportunities include playing or singing in bands or groups, musical
theatre on television and operas; as a soloist or as a member of a group. Teaching,
conducting, private tuition, music journalism, music retailing and working in a
recording studio are also other realistic job/career opportunities.
Performing Arts (Drama focus)
23
This course is mostly practical in nature. However there is a requirement to
keep a written portfolio of evidence. There is no written examination.
The course will:




afford candidates the opportunity to experience
the performing arts industry in a meaningful
context through active participation in
performance work
empower candidates to develop a responsible
approach to their learning and development
of performing arts skills through a structured
programme of study
give candidates the opportunity to study a wide
range of performance, design, technical and
management skills relating to the performing arts
industry and realise them in production
give candidates the opportunity and confidence
to work and engage with professionals from
the performing arts industry to inform their own
creative work.
Career Progression
The qualification is an appropriate foundation for progression in performing
arts, theatre studies and generic subjects such as dance, drama and music.
It also provides a foundation for design work in set, costume and props and
technical elements as in lighting and sound. The course provides a
worthwhile introduction to a wide range of personal and organisational skills,
which are very valuable in the workplace.
What will I study?
This course allows you to study any combination of the following skill
areas:

Singing

Make-up

Music

Stage management

Music technology

Front of house

Lighting

Marketing and publicity

Sound

Set designer

Costume designer

Properties

Masks

Puppets
24
Areas of study
EIC follows the AQA specification for this subject. There are two units:
Unit 1 Skills development portfolio
In this unit students develop a number of the skill areas above. The choice of skills will
depend on those students choosing to follow the course and an initial skills audit carried
out in September of year 11.
Unit 2 Showcase performance
This is a complete performance based on a brief issued by the examining board in
November of the year of entry.
Type of assessment
Unit 1
60%
This is assessed by the completion of a portfolio of evidence.
Unit 2
40%
This is assessed the teacher and moderated by a visiting examiner who watches the
performance.
There are no formal written examinations in this subject.
25
PHYSICAL EDUCATION
Physical Education gives you the opportunity to develop your knowledge, understanding
and skills for a balanced, healthy lifestyle as well as participating in a range of practical
activities.
Why study Physical Education?
In studying this course you will:
 develop your knowledge and understanding of the key points of health, exercise,
physical performance and skilled performance focus on how to develop and
maintain a healthy lifestyle
 study different types of exercise, methods of training and the effects of physical
exercise and training on the body
 consider the importance of risk assessment for health and safety and how to take
steps to reduce these risks
 develop useful life skills through participating in a range of physical activities as a
participant or a leader and official.STUDY
What will I study?
Component 1: Developing Knowledge, Understanding and Skills. The component will
cover the key concepts of health, exercise, physical performance and skilled performance.
You will have the opportunity to analyse the key influences that impact on participation
and performance, and how to develop and maintain a healthy lifestyle.
Component 2: Developing and maintaining a balanced, healthy lifestyle: In this
component, you will put into practice the knowledge and skills to help you
develop and maintain a balanced, healthy lifestyle.
Component 3: Individual performance in physical activities: This component has two
parts. In part one you will have the opportunity to improve your skilled performance in
selected physical activities. In part two you will have the opportunity to participate in three
different physical activities. For one of these activities you can be assessed in the role of
leader and official.
TYPE OF ASSESSMENT
Theory Component 1: 40%. This is a written exam and will be 1 hour and 30 minutes
long.
Assessment Component 2: 20%. You will be assessed on your evidence of developing
and maintaining a balanced, healthy lifestyle.
Controlled Assessment Component 3: This is in two parts, (a) and (b).In part (a), 10%
Analysis of your own and others’ practical performances. (b) 30% three practical activities
from a range of athletic activities, games, outdoor activities and specialist activities.
CAREER OPPORTUNITIES:
Useful if interested in any of the following: AS/A2 level Physical Education, GNVQ PE &
Sports Science, PE Teaching, Sports Coaching Journalism
26
RELIGIOUS STUDIES
Religious Studies helps you to explore religions and beliefs and reflect on fundamental
questions related to belief. Studying Religious Studies can enhance your personal, social
and cultural development and give you a greater understanding of different cultures
locally, nationally and in the wider world.
Why study Religious Studies?
In studying this course you will develop your interest in and enthusiasm for the study of
religion and relate this to the world around you; reflect on and develop your own values;
opinions and attitudes; and engage with fundamental questions related to beliefs.
What will I study?
You will study 2 of the following 9 units: The Christian Church through a study of Catholic
Church and one Protestant tradition; The Christian Church with a focus on EITHER the
Catholic Church OR the Protestant tradition, the Revelation of God and the Christian
Church; Christianity through a study of the Gospel Of Matthew; Christianity through a
study of the Gospel of Mark; World Religions: Islam – world religions: Judaism – an
introduction to Christian ethics; an introduction to philosophy of Religion.
How will I be assessed?
You will sit 2 examination papers, one in each of your chosen units. Each unit is worth
50% of the total examination marks. You can sit one unit at the end of the first year of
you GCSE course.
Type of assessment
Two chosen units: Religious Studies – Each written examination will last 1 hour and 30
minutes. There will be some questions which require short answer responses and some
which require extended writing. CCEA sets and marks both papers.
CAREER OPPORTUNITIES
Priest, teacher, journalist, research assistant, and museum curator.
27
Science
There are three different routes available to students depending on their ability, aptitude
and interest in Science as well as their intended post GCSE choices.
Route 1: Double Award Science
This option is for students who wish to spend as much time as possible studying science.
Students taking this course will spend five periods per week studying Science and
successful completion will result in the awarding of two GCSEs by the end of Year 12
Students wishing to study Biology, Chemistry or Physics at AS/A2 level must take
this option.
Course structure and assessment:
In Year 11 your son/daughter will complete the CCEA Single Award Science GCSE and
in Year 12 they will complete the AQA Additional Science GCSE, thus giving them two
GCSEs in Science.
The Year 11 GCSE is a unitised course made up of four units: Biology, Chemistry,
Physics and Practical Skills. Each unit is worth 25%. Unit exams are taken in November,
February and May of Year 11. Students may be entered for any of the unit exams at
Foundation or Higher Tier. Grades available at the two tiers are: Higher: A*-C,
Foundation: C-G.
As well as the written unit papers, students will complete one CAT (Controlled
Assessment Task) in Year 11. This CAT involves the planning, carrying out, analysing
and evaluating of an investigation. The CAT result is worth 25% of the overall grade.
The Year 12 GCSE is also a unitised course made up of four units: Biology, Chemistry,
Physics and a Practical Skills Unit. Each unit is worth 25% but unit exams are only
available in the summer series.
28
Route 2: CCEA Single Award Science
This option is for students who do not plan to study Biology, Chemistry or Physics at A
level. It would, however, be a route into an A Level in Applied Science. Students will take
three periods of science a week and successful completion will result in the awarding of
one GCSE.
Course structure and assessment:
Four units are taken: A Biology, Chemistry and Physics Unit and a ‘Controlled
Assessment’ Unit. Each Unit is worth 25% of the overall grade. The first three Units are
assessed by written papers one of which is usually taken in February of Year 11, the
second one in November of Year 12 and the final one in the Summer of Year 12. They
contribute 75% of the overall grade. The fourth ‘Controlled Assessment’ Unit is based on
investigative and practical skills. This contributes the other 25%.
Students may be entered at Foundation or Higher Tier. Grades available at the two tiers
are: Higher A*-C, Foundation C-G.
Route 3: CCEA Occupational Studies (Environment and Society) - Horticulture
This option provides a more vocational route with assessment based on practical work
throughout the course. Unlike traditional GCSEs there are no formal written exams for this
qualification but assessment is based on the student’s diary and portfolio containing
evidence of their work.
The features of this course are the development of:
 skills for working life through an enjoyable ‘hands-on’ approach.
 knowledge through practical, work related activities.
 the ability make to better choices in relation to further
study, training and employment.
Pupils will take two Units from the ‘Environment and Society’ Occupational Studies
Qualification. These Units will be ‘Horticulture: Caring for Plants and Flowers’ and
‘Horticulture: Growing Plants in a Sustainable Way’ giving them the opportunity to make
use of the College’s greenhouse and raised beds.
Students can achieve a nationally recognised Level 2 or Level 1 Certificate:
• A Level 2 Occupational Studies Certificate is at the same level as a GCSE grade A* to
C.
• A Level 1 Occupational Studies Certificate is at the same level as a GCSE grade D to G.
29
SPANISH
Spanish continues to be a popular choice at GCSE in Erne Integrated College with pupils
sitting GCSE, AS and A2 exams in it this May. Spanish is only available to those who
have already studied it at Key Stage 3 and will afford those students the opportunity to:
(1) apply Spanish through practical communication
(2) develop an awareness of the nature of language
(3) learn about the people of Spain and Latin America (this will involve links with schools
in Spain and Chile)
(4) foster sympathetic and positive attitudes to another culture thus enabling them to
understand our own cultures
Students will study four main areas:




Lifestyle
Leisure
Home and the Environment
Work and Education
Assessment at GCSE is now linear with a terminal exam plus an oral. Foundation and
Higher Tier papers are available for the exams and students may choose a combination.
This combination will dictate the maximum grade they can achieve.
A Short Course option at GCSE is also offered and allows some pupils to gain a GCSE
grade in the language but reduce the workload to two components.
Present Year 10 students already studying Spanish will have an adequate grounding in
this subject to be able to continue its study. However, it will still require a huge
commitment as the workload naturally increases at GCSE.
CAREER OPPORTUNITIES
As our world is becoming smaller, Modern Languages are at the epicentre of many
careers. With over 500 million speakers worldwide, Spanish will allow you to work and
travel all around the world. The following are just some of the careers you could enter
having studied Spanish at GCSE level:
Journalism, marketing, tourism, foreign affairs, translating, teacher/lecturer, air cabin
crew, medical translator, information scientist, au pair, patent examiners, hotel
receptionists/managers, court interpreters, diplomatic service officers, conference
interpreters, engineers etc.
30
DESIGN AND TECHNOLOGY:Resistant Materials Technology
(Edexcel)
Is this the right subject for me?
If you enjoy:
• thinking creatively
• problem solving
• designing products of the future
• making models
• testing your ideas
then a GCSE in RMT is the ideal subject for you.
What do I need to know, or be able to do, before taking this course?
Throughout Key Stage 3 you will have produced a wide range of exciting projects in Design and
Technology, including graphics, electronics and Resistant Materials Technology.
If you particularly enjoy the creative side of design and technology and have achieved well in key
stage 3, then you now have the opportunity to follow the two-year GCSE course to specialise in
Resistant Materials Technology.
What will I learn?
GCSE RMT covers a wide range of activities based on designing and making products that are
manufactured using materials such as wood, metal and plastics in many forms. As well as
learning hand skills, you will use a range of industrials processes to shape and form materials into
functioning products. Over the course of two years you will develop a whole range of creative
designing and making skills, technical knowledge and understanding relating to RMT and
invaluable transferable skills such as problem solving and time management.
How will I be assessed?
Unit 1
Unit 2
Creative Design and Make Activities
Coursework 60%
Knowledge and Understanding of RMT
Examination 40%
You will have the option of completing your coursework
unit in two different ways.
• Through a combined design and make activity where
you design a product and then make a model of it.
• Through separate design and make activities where
you design one product and make another.
The examination will be based on a structured exam
paper which your teacher will be able to guide you
through. Everything that you need to learn for this unit is
set out in the specification so your teacher will know
exactly how to prepare you for the exam.
What can I do after I’ve completed the course?
Many of the students who enjoyed studying GCSE RMT have gone on to study A Level Product
Design: RMT. You can also study any Design and Technology related course post-16.
If post-16 is not for you, employers will value the GCSE RMT qualification as it develops creative,
technical and transferable skills.
31
Useful websites for Career information
ABPI
Association of the British
Pharmaceutical Industry
www.abpi-careers.org.uk
Apprenticeships www.apprenticeships.org.uk
Information on apprenticeships
www.apprentices.co.uk
Engineering Employers
Federation website on engineering
apprenticeship vacancies and
information.
Arkwright
Scholarships
www.arkwright.org.uk
Scholarship for students and
schools during A Level study in
Maths and D&T.
AWISE
www.awise.org
Association for Women in
Science & Engineering
Biochemistry
www.biology4all.com
Information on courses and jobs
linked to biology
Career Engineer www.thecareerengineer.com
Recruitment website dedicated to
the UK engineering industry
www.b-live.com
Careers
Guidance
www.brightfuturesni.org/fermanaghlc/site
Information on courses available
locally
www.nidirect.gov.uk
Careers
Guidance
www.fasttomato.com
CITB
Construction
Skills
www.citb-constructionskills.co.uk
Includes info on careers in, and
routes into, construction industry.
Connexions
www.connexions-direct.com/jobs4u
Advice and support for young
people 13 to 19 in England.
Engineering
Council UK
www.engc.org.uk
Includes list of engineering
institutions and info on
professional engineering
registration.
Enginuity
www.enginuity.org.uk
Information on engineering and
careers.
32
Equalitec
www.equalitec.org.uk
IT, Electronics and
Communications for Women
ETB
www.etechb.co.uk
Engineering & Technology
Board. Includes some careers
resources.
Financial
www.lifelonglearning.co.uk
Financing study for adult learners
Future Morph
www.futuremorph.org
Science Council website giving
information on careers available from
studying science and maths.
Website for graduates but
includes info on careers within a
wide range of disciplines.
Graduate careers www.prospects.ac.uk
Graduate jobs
www.gradunet.com
Graduate jobs
www.doctorjob.co.uk
National Engineering &
Construction recruitment
exhibition
Graduate
www.engineerjobs.co.uk
recruitment fairs
IAESTE
www.iaeste.org.uk
International Work Experience for
Technical Students
ICE
www.ice.org.uk
Institution of Civil Engineers
IChemE
www.icheme.org
Institution of Chemical Engineers
www.whynotchemeng.com
ICT
www.careerspace.com
Careers website for ICT
IET
www.theiet.org.uk
Institute of Engineering &
Technology (electrical &
electronic engineering)
IMechE
www.imeche.org.uk
Institution of Mechanical
Engineers
IoB
www.iob.org
Institute of Biology
IoP
www.iop.org
Institute of Physics
www.physics.org
33
Engineering and Manufacturing
jobs
Jim Finder
www.jimfinder.com
Learn Direct
www.learndirect.co.uk
Maths Careers
www.mathscareers.org.uk
Careers website for maths and
statistics
NIACE
www.niace.org.uk
National Institute of Adult
Continuing Education in England
and Wales
Placements
www.step.org.uk
Undergraduate placement
opportunities
Planet Recruit
www.engineersonthenet.com
Engineering jobs
RAEng
www.raengbest.org.uk
Royal Academy of Engineering
range of schemes for students
from KS2 up to adult. Includes
industry placements, summer
schools, residential courses and
engineering industry projects.
RSC
www.rsc.org
Royal Society of Chemistry
Scenta
www.scenta.co.uk
Information on careers in Science,
Engineering and Technology.
SEMTA
www.semta.org.uk
Science, Engineering &
Manufacturing Sector Skills
Council.
Sponsorship &
Placements
www.everythingyouwantedtoknow.com
Undergraduate work placement
and sponsorship
UCAS
www.ucas.com
The University and Colleges
Admissions service, information
and searchable databases for
college and university courses in
the UK.
WES
www.wes.org.uk
Women’s Engineering Society for
those in engineering or
considering becoming engineers
WISE
www.wisecampaign.org.uk
Women into Science, Engineering
& Construction Campaign.
34
35
What is Occupational Studies?
Occupational Studies is a qualification that you
may choose to work towards in Key Stage 4 (Year
11) and continue with in Year 12. It is a special
qualification that you can achieve alongside your
GCSEs.
What makes Occupational Studies special?
Occupational Studies is all about learning through
practical activity. This means that most of the
time you will be learning by ‘doing’ something,
hands-on. You will have the chance to learn about
work by ‘working’ in the salons, workshops and
classrooms and, at the same time, you get to try
out 4 different kinds of ‘work’ over the 2-year
period (Years 11 and 12). You will learn lots of
different skills that will be useful to you in the
world of work.
36
What kind of work areas can I choose from?
There are 6 different Occupational Studies areas within the framework.
Each of these areas is divided into different units
What will I learn in the different units of study?
The brief summary given below will give you some idea of what you will learn about in each of the
units offered. This will help you to make up your mind about which units you may like to choose.
1
DESIGN & CREATIVITY






2
Food Preparation and Cooking (Kitchen and Larder): Identify and use
equipment; measure and weigh ingredients; follow recipes; prepare hot and cold
sandwiches; identify different types of bread; apply hygiene rules; learn about
healthy options; prepare and cook vegetables, meats, chicken, and cook soups.
Food Preparation and Cooking (Patisserie): Identify and use equipment; measure and weigh
ingredients; follow recipes; prepare and use shortcrust, sweet and puff pastries to make
desserts; display what you have baked; cook and decorate cakes; cream, whisk and pipe.
Application of Makeup: Health and safety rules; set up work area; communication; knowledge
of skin types; identify powders, foundations, eye products; select products to suit skin type;
prepare skin for makeup; apply toners and makeup.
Styling Hair by Blow Drying: carry out a client evaluation, learn how to blow-dry long and
short hair, comply with health and safety regulations related to working in a salon, carry out
salon reception duties, and understand the importance of recycling, minimising waste and using
environmentally safe products.
Provide a Nail Art Service: Communicate with client; learn about reception duties; help client
choose design; prepare materials and equipment; prepare nails; enamel nails; apply base coat and
nail art design; remove nail art.
Creating Up-styles on Long Hair: Health & hygiene; attend to client: gown and position
appropriately; discuss style and agree with client; prepare service area; create current upstyles.
TECHNOLOGY & INNOVATION



Carpentry and Joinery: Health and safety rules; identify and use basic tools; read drawings;
cut timber; bore holes; make a small item from timber; make joints.
Carpentry and joinery 2: Health & Safety in the workshop;
appropriate use of a number of hand and hand held power tools;
craft techniques; manufacture of joinery components and using
basic joints
Digital Imaging: Understand terminology; Use digital camera and transfer pictures to
computer; use flatbed scanner; scan images; import captured images; create compositions using
images and text; save images in appropriate formats.
37

3
Digital Video Production: Know stages of video production; plan a video project; use video
camera to record live footage; transfer footage to computer; rearrange and order clips; edit
clips; add titles and graphics; mix audio.
CONSTRUCTION






4
Brickwork: Health and safety rules; identify basic tools; interpret drawings; set out brickwork;
build straight lengths and corners; mix mortar; lay brick to a line;
bond, point and joint brickwork
Carpentry and Joinery: Health and safety rules; identify and use
basic tools; read drawings; cut timber; bore holes; make a small item
from timber; make joints.
Carpentry and joinery 2: Health & Safety in the workshop;
appropriate use of a number of hand and hand held power tools; craft techniques; manufacture
of joinery components and using basic joints
Painting and decorating 1: health and safety with respect to workshop activities, materials
and material storage; the appropriate use of basic painting and decorating hand tools;
preparation of various surfaces for the application of paint; application and build up of several
coats of paint; stencil work; preparing wall for and the hanging of wall coverings
Plastering 1: health and safety with respect to workshop activities; the appropriate use of
plastering hand tools; the use of appropriate plastering resources and their effect on the
environment; applying a scratch coat to a wall; applying a bell cast to a wall; applying and
finishing a plain rendering to a wall; applying a Tyrolean hand-machine finish to a prepared wall
surface
Plumbing 1: health and safety with respect to workshop activities; the cutting and bending of
copper pipe work; the cutting, bending and squaring of mild steel pipe work; the appropriate use
of a floor standing bending machine for copper pipework;
jointing methods for copper and mild steel pipe; the use of a hand held threading machine for
mild steel pipe; the use of welding equipment
BUSINESS AND SERVICES



5
Shampooing and Conditioning Hair: Learn salon reception duties; meet and greet clients;
consult clients on what they want; prepare client for shampooing; know
about health and hygiene; understand various shampoos and their uses;
check and correct water temperatures; wash and massage techniques.
Facial Skincare: Evaluate client; prepare client and treatment area;
improve skin condition; know about muscles of face and neck; apply salon
policy on identifying low stock; verbal and non-verbal communication.
Manicure: Meet and greet clients; advise clients on procedures; know tools needed; set up work
area; prepare nails for treatment; learn how to file, buff, moisturise and polish nails;
understand instructions on creams; communication.
ENVIRONMENT & SOCIETY

Enable Children to Participate in Play Activities: Children’s physical, communication,
intellectual, social, emotional and behavioural development; importance of play; language and
communication; books, poems, games and rhymes; health and safety.
38


6
Physical Care and Development of the Child: Basic needs; physical care; cultural
requirements for care; hygiene and protection procedures; nutrition; safe environments.
Running a leisure event: You could plan a visit to a local leisure facility, a day trip to an
outdoor pursuit centre, a table quiz or sports tournament the choice is up to the learners
enhancing teamwork and decision making skills. The skills which a learner must demonstrate in
planning, running and evaluating a successful event are an important preparation for many
aspects of adult life, particularly the world of work.
Sports leadership: Sports coaches and leaders have an important part to play in the
development of sport at local and national level. The development of coach education is a
growth area in sports courses world-wide. The purpose of this unit is to give you the basic
skills required to run a sports session. You will gain knowledge and skills required to assist in
the running of a sports or physical activity session.
ENGINEERING & ENGINEERING SERVICES





Electrical Wiring Practices: Know about safe working practices; select and use appropriate
tools and equipment; develop wiring techniques; follow instructions and use diagrams; work to
acceptable standards; know variety of electrical components.
Manufacturing Techniques (Sheet Metalwork): Health and safety;
prepare work area; know tools and safe use; construct sheet metal
components by cutting metal, mark out bends and rivets’ positions, bend up,
drill and join using rivets; self-inspect work pieces and fix as required.
Basic fast fit operations: Remove and replace road wheels; remove tyres
from wheel rims and refit; carry out wheel balance; battery test; refit
brake pads; brake discs, brake drums and brake shoes
Basic Vehicle Electrics: Remove, inspect and refit the headlight, sidelight, stop/tail, flasher,
number plate bulbs. Test a selection of fuses; connect wire cables using a variety of terminals;
test and replace batteries; remove starter motor, inspect and refit alternator and drive belt;
check that all refits operate correctly
Plumbing 1: health and safety with respect to workshop activities; the cutting and bending of
copper pipe work; the cutting, bending and squaring of mild steel pipe work; the appropriate use
of a floor standing bending machine for copper pipework;
jointing methods for copper and mild steel pipe; the use of a hand held threading machine for
mild steel pipe; the use of welding equipment
What do I do next?
Firstly, you must choose 1 area in which you would like to work in Year 11
and a different area for Year 12.
Secondly, you must choose 2 units from within each of these areas.
Make sure to read about each unit before you choose. This will give you
some idea if you would like this type of work or not.
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You can now see that, at the end of your 2 years with us, you will have
learned lots of new skills in 4 different units.
How will Occupational Studies be assessed?
No exams! You can achieve your qualification mostly by ‘doing’. This
means that your tutor will assess/mark your practical work. You will
have to show that you have gained the skills necessary to do a particular
task. The highest mark you can get for each unit is 25 and you must get
18 marks, or more, in order to gain the Level 2 qualification (equivalent
to A*-C grades at GCSE Level). You must attend College every week.
You also need to keep a record of your work each week and this must be
signed by your tutor to prove that you have completed the tasks and
gained the skills.
What qualification do I get?
At the end of Year 11, you will have a SINGLE AWARD in the area you
have studied. This will be at Level 2 (18-25 marks), or Level 1 (10-17
marks). At the end of Year 12, you will have another SINGLE AWARD in
the other area you have studied. So, at the end of Year 12, you should
have 2 SINGLE AWARD qualifications at Levels 1 or 2.
These
equivalencies have been recognised by the Sector Skills Body.
Where
will
I
study
Occupational
Studies?
You will study Occupational Studies at
South West College, Enniskillen Campus,
one day per week. Students from other
schools in the area will also be in your
class. You will study 1 unit from 09.45
am to 12.15 pm, will have half an hour for lunch and will
complete your studies from 12.45 pm to 3.15 pm.
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In some units you will be asked to wear special protective
clothing. The College will provide this but you must look after
what you have been given and bring this clothing to College
every week.
You will have lunch in the College Cafeteria.
If you receive free meals in school, this will
also apply in College. You will NOT be
allowed to leave the College at lunch time.
Your school will let you know how you will travel to and from the
College.
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